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Using Semiotics to Teach Rational Numbers to Prospective Elementary School Teachers

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Document pages: 9 pages

Abstract: Prospective elementary mathematics teachers should be able to understand how their future students understand number concepts. A difficult concept is that of rational numbers. Rational numbers often have complicated means of representation, signifiers and signifieds, making them difficult for students to understand and teach. In this paper, we describe how one teacher integrates a theory of semiotics when instructing prospective elementary school teachers about rational numbers. We propose that by teaching prospective teachers about semiotics, connections between signs and units are made explicit and prospective teachers will be more equipped to approach the instruction of rational numbers to future students.

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